Modeling Malleable Antecedents of Teacher Corps Stability

• In Event: Understanding the Influence of Campus Typologies, Structures, and Organization on School Effectiveness

Abstract

This study explores in an urban sample the effects of affective and structural school conditions on building-level teacher corps stability. Rather than focusing on teacher characteristics that may predict individual staying power, we conceptualize teacher corps stability as an organizational property and resource having consequences for school effectiveness. Existing research evidence is used to identify and model a framework of malleable school conditions that can promote year-to-year stability in the composition of a school’s faculty. Findings support the assertion that, even in high poverty environments, a school’s attention to specific organizational structures and climate conditions can produce significant gains in teacher corps stability.

Authors

• Patrick B. Forsyth, University of Oklahoma

• Timothy G. Ford, University of Oklahoma

• John A. Lepine, University of Oklahoma

• Jentre James Olsen, University of Oklahoma

• Ellen Ansley Dollarhide, Oklahoma State Department of Education